A Study Of The Effects Of Phonics On Chinese Primary School Students' Reading Ability

In terms of language learning,reading is the most basic skills in any language,whether Chinese or English.Phonics teaching has broad applicability to reading lesson in many English-speaking countries.However,primary-school teachers in China did not scientifically use phonics in teaching children how to read.As a result,many FL learners lack reading ability which refers to word reading ability.Therefore,developing students'reading ability has become one of the important goals of reading teaching.The purpose of this study is to explore the effect of phonics on the reading ability of primary school students in China,and tries to answer the following three questions:1).Can Phonics teaching improve primary students'phoneme awareness?2).Can Phonics teaching promote primary students'phonetic ability?3).Can Phonics teaching can stimulate primary students'interest in English reading?In this study,two parallel classes in a rural primary school were randomly divided into the experimental group and the control group.In the experimental group,the author used Phonics Fun as teaching materials,Songbirds Phonics?Grade 1-2?as reading materials.According to the spelling knowledge,the author selected some appropriate tasks.Each spelling rule was supplemented by a corresponding reading material.The experiment was conducted once a week from September 2017 to December 2017,for a total of 14weeks.In the 1^st and 14^th week,the two groups attended the pre-and post-test.From the2^nd to the 13^th week,the experimental group were required to learn Phonics once a week.Meanwhile,the control group also had 40 minutes of class time each week to learn the pronunciation of English words,but they only received simple categorization training and did not receive Phonics learning.So this experiment guaranteed the 2 groups could spend relatively the same time on English to guarantee the reliability and validity of the experiment.Finally,the students from the experimental group were investigated by questionnaire at the end of the experiment to probe into the change of their reading interest.Among them,the teaching effect was based on the students'test scores.Through the analysis of qualitative and quantitative data,the three hypotheses put forward before the experiment were proved.The experimental results also showed that phonics has good teaching applicability to large class reading teaching.